Additional information
by Sonia Q. Cabell (Editor), Susan B. Neuman (Editor), Nicole Patton Terry (Editor)
Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines. The volume identifies the instructional methods and areas of focus shown to be most effective for promoting young children's (PreK-2) growth in reading, writing, oral language, and the connections among them. In 33 chapters, the Handbook covers conceptual foundations; development and instruction of both code- and meaning-related literacy skills; professional development and family engagement; supporting equity across populations; and learning beyond traditional boundaries, including digital and out-of-school contexts. Highlighted throughout are issues around access to high-quality instruction, working with multilingual populations, and data-based decision making and interventions.
Author Biography
Sonia Q. Cabell, PhD, is Associate Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. Her research focuses on early language and literacy instruction, with a particular interest in the prevention of reading difficulties. Dr. Cabell has authored approximately 80 publications, including peer-reviewed articles, books, book chapters, and early childhood language and literacy curricula. She has served as Principal Investigator or co-Principal Investigator on numerous federally funded grant projects. Dr. Cabell has been an advisor or consultant for a variety of national organizations and state departments of education. She was the 2021 recipient of the International Literacy Association's Diane Lapp & James Flood Professional Collaborator Award (with Tricia Zucker). Previously, Dr. Cabell worked as a second-grade teacher and literacy coach in Oklahoma and Virginia.
Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously, she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act. Dr. Neuman has served on the Board of Directors of the International Literacy Association and as coeditor of Reading Research Quarterly. Dr. Neuman has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books. Nicole Patton Terry, PhD, is the Olive and Manuel Bordas Professor of Education in the School of Teacher Education, Director of the Florida Center for Reading Research (FCRR), and Director of the Regional Education Lab-Southeast at Florida State University. Prior to joining FCRR, she was Associate Professor of Special Education at Georgia State University (GSU). Dr. Patton Terry is the founding director of two university-based research entities where researchers collaborate with diverse school and community stakeholders to promote student success: the Urban Child Study Center at GSU and The Village at FCRR. Her work focuses on young learners vulnerable to experiencing difficulty with language and literacy achievement in school; in particular, Black children, children growing up in poverty, and children with disabilities. Previously, Dr. Patton Terry worked as a special education teacher in Illinois.
